Teacher Classroom Observation (Marzano Framework)

Purpose: This tool provides templates that can be used to conduct a teacher
classroom observation based upon the Marzano Art and Science of Teaching
Framework. The tool suggests a three-step process that is considered to be best
practice. The classroom observation is recommended to include a pre-conference
observation, and observation post-conference as well as the actual classroom
observation.

 Pre-Conference: The evaluator and teacher discuss what will be observed

during the classroom visitation. Information is shared about the
characteristics of the learners and the learning environment. Specific
information is also shared about the objectives of the lesson, and the
assessment of student learning.

Note: During this conference, the evaluator should review the evaluation
standards and indicators of performance for meeting the standards. The
evaluator and teacher may choose to limit the elements of focus during the
observation. Additionally, the teacher can discuss the instructional goals
and strategies the teacher is using to meet these elements of focus.

 Observation: This observation should be a minimum of thirty (30) minutes

in length of a teacher in the classroom. It should be prearranged according
to a mutual date/time, include a pre/post observation conference, and any
documentation is shared with the teacher in writing.

 Post-Conference: The evaluator and teacher meet to discuss the strengths

and weaknesses of the teacher’s performance during the observed lesson.
The post conference provides an opportunity for the evaluator and teacher
to have a reflective discussion about the lesson and effective teaching. A
post-conference should include performance concerns, if there are any.
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 Teacher Pre-Conference Observation Guided Questions (Marzano Framework)

Directions: Use the following as templates to design your district’s teacher

classroom observation. These templates provide the Content Standards for
teachers that are applicable to the observation process. Additional information
can be provided during the pre-conference and post-conference sessions.

 The Teacher Pre-conference Observation Guiding Questions is a template that

can be used during the pre-conference. The guiding questions provided are
linked to the Marzano Art and Science of Teaching Framework. A lesson plan
for the observation is recommended to be provided in advance; as lessons
observed may not reflect all of elements. The evaluator and teacher should
determine which elements will be of focus during the observation.

 The Teacher Observation Notes is a template with Marzano’s domains with the
design questions and elements. Those elements of focus should be indicated
in the left column. The right column can be used to document the
observations that demonstrate these elements.

 The Teacher Observation Post-Conference is a template that can be used after

an observation. The questions are provided as a guide to encourage the
teacher to reflect on the lesson and to consider changes needed for more
effective teaching. The evaluator may choose to provide the questions to the
teacher following the lesson in preparation for the post-conference
particularly if the meeting will not occur within a short period.

The Teacher Observation Post-Conference template provides an opportunity

to determine a level of performance on the components. The last part of this
template is not to be used in lieu of the Summary Rating Form and Level of
Support document that considers all components of the Evaluation System
including information such as community input, and student learning data.

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 Teacher Pre-Conference Observation Guided Questions (Marzano Framework)

Educator Name: Click here to enter text. Date Click here to enter text.

DOMAIN 1: Classroom Strategies and Behaviors

Design Questions:
DQ1 – Communicating Learning Goals and Feedback (Standards 2 and 5)
DQ6 – Establishing Rules and Procedures (Standard 6)
DQ2 – Helping Students Interact with New Knowledge (Standard 4)
DQ3 – Helping Students Practice and Deepen New Knowledge (Standards 2, 3 and 4)
DQ4 – Helping Students Generate and Test Hypothesis (Standards 2 and 4)
DQ5 – Engaging Students (Standards 3 and 6)
DQ7 – Recognizing Adherence to Rules and Procedures (Standard 6)
DQ8 – Establishing and Maintaining Effective Relationships (Standard 3)
DQ9 – Communicating High Expectations for all Students (Standards 2 and 3)
NOTE: Please refer to Marzano Art and Science of Teaching Framework as a supplemental resource.

1. Involving Routine Events

Briefly describe the students in your classroom (e.g. number of students, gender, special needs).
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What will you do to establish learning goals, track student progress and celebrate success?
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What will you do to establish or maintain classroom rules and procedures?

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2. Addressing Content
What will you do to help students effectively interact with the new knowledge?
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What will you do to help students practice new knowledge?
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What will you do to help students generate and test hypothesis about new knowledge?
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3. Enacted on the Spot

What will you do to engage students in the lesson?
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What will you do to recognize and acknowledge lack of adherence to classroom rules and
procedures?
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What will you do to establish and maintain effective relationships with students during this lesson?
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 Teacher Pre-Conference Observation Guided Questions (Marzano Framework)

DOMAIN 2: Planning and Preparing

Elements:
Planning and Preparing for Lessons and Units (Standards 4 and 5)
Planning and Preparing for Resources and Technology and Special Populations (Standards 4 and 5)
Note: Please refer to Marzano Art and Science of Teaching Framework as a supplemental resource.

4. Planning and Preparing for Lessons and Units

How will you scaffold the content within the lesson?
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How does this lesson progress within the unit over time?
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How will you align this lesson with established content standards identified by the district and the
manner in which the content should be sequenced?
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5. Planning and Preparing for Resources and Technology and Special Populations
How will the resources and materials that you select be used to enhance students’ understanding of
the content?
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How do you plan to address the special needs of your students to include special education, ELL and
students who come from home environments that offer little support for schooling?
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 Teacher Observation Notes (Marzano Framework)
Educator Name: Click here to enter text. Date: Click here to enter text.
Subject(s): Click here to enter text. Time: Click here to enter text.
Grade Level(s): Evaluator:

Domain 1: Classroom Strategies and Behaviors – Lesson Segments Involving Routine Events
DQ1 - Communicating Learning Goals and Feedback (Standards 2 and 5) Observations:
Elements of Focus:
Providing Clear Learning Goals and Scales (Rubric)
 A specific learning goal is apparent
Tracking Student Progress
 Uses formative assessment
 Students track own progress toward a learning goal
Celebrating Success
 Celebrates student’s progress toward the learning goal
DQ6 - Establishing Rules and Procedures (Standard 6) Observations:
Elements of Focus:
Establishing Classroom Routines
 Establishes rules and/or procedures and ensures effective
implementation
Organizing the Physical Layout of the Classroom
 Organizes materials, traffic patterns, and displays to enhance
learning

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 Teacher Observation Notes (Marzano Framework)
Domain 1: Classroom Strategies and Behaviors – Lesson Segments Addressing Content
DQ2 - Helping Students Interact with New Knowledge (Standard 4) Observations:
Elements of Focus:
Identifying Critical Information
 Provides cues to important information
Organizing Students to Interact with New Knowledge
 Uses flexible grouping to facilitate processing of new information
Previewing new Content
 Breaks content into small chunks that are easily processed by
students
Chucking Content into “Digestible Bites”
 Breaks content into small chunks that are easily processed by
students
Processing of New Information
 All students summarize and clarify new information individually or
in groups
Elaborating on New Information
 Uses critical questioning strategies so that all students make
inference and defend their thinking
Recording and Representing Knowledge
 Summarizing, taking notes, utilizing thinking maps, or using non-
linguistic representations
Reflecting on Learning
 Students engage in metacognition around new learning
DQ3 – Helping Students Practice and Deepen New Knowledge (Standards 2, Observations:
3 and 4)
Elements of Focus:
Reviewing Content
 Reviews critical content and activates prior knowledge
Organizing Students to Practice and Deepen Knowledge
 Uses intentional, deliberate, and varied groups
Using Homework
 To deepen students’ knowledge of content, or to practice a skill,
strategy, or process

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 Teacher Observation Notes (Marzano Framework)
DQ3 – Helping Students Practice and Deepen New Knowledge (Standards 2,
3 and 4)
Examining Similarities and Differences
 Comparing, classifying, creating analogies and metaphors
Examining Errors in Reasoning
 Logical fallacies, propaganda, bias
Practicing Skills, Strategies, and Processes
 Developing fluency
Revising Knowledge
 Students reflect on knowledge to make revisions to their thinking
DQ4 – Helping Students Generate and Test Hypothesis (Standards 2 and 4) Observations:
Elements of Focus:
Organizing Students for Cognitively Complex Tasks
 The teacher engages students in cognitively complex tasks to
synthesize recently learned knowledge or skill
Engaging Students in Cognitively Complex Tasks Involving Hypothesis
Generation and Testing
 Decision making, problem solving, problem generating,
experimental inquiry, and investigations
Providing Resources and Guidance

Domain 1: Classroom Strategies and Behaviors – Lesson Segments Enacted on the Spot
DQ5 – Engaging Students (Standards 3 and 6) Observations:
Elements of Focus:
Noticing When Students are Not Engaged
Using Academic Games
Managing Response Rates
 All students actively respond
Using Physical Movement
 Uses strategies that require students to move physically to maintain
engagement
Maintaining a Lively Pace
Demonstrating Intensity and Enthusiasm

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 Teacher Observation Notes (Marzano Framework)
DQ5 – Engaging Students (Standards 3 and 6)
Using Friendly Controversy
 Appropriately uses techniques that require students to take and
defend a position about content
Providing Opportunities for Students to Talk about Themselves
Presenting Unusual or Intriguing Information
DQ7 – Recognizing Adherence to Rules and Procedures (Standard 6) Observations:
Elements of Focus:
Demonstrating “Withitness”
Applying Consequences for Lack of Adherence to Rules
Acknowledging Adherence to Rules and Procedures
DQ8 – Establishing and Maintaining Effective Relationships (Standard 3) Observations:
Elements of Focus:
Understanding Students’ Interests and Backgrounds
Using Verbal and Nonverbal Behaviors that Indicate Affection for
Students
Displaying Objectivity and Control
 Behaves in ways that indicate he or she does not take infractions
personally
DQ9 – Communicating High Expectations for all Students (Standards 2 and 3) Observations:
Elements of Focus:
Demonstrating Value and Respect for Low Expectancy Students
 Understands how his/her behaviors communicate to students and
monitors own biases
Asking Questions of Low Expectancy Students
 Asks questions of low expectancy students with the same frequency
and level of difficult as with high expectancy students
Probing Incorrect Answers with Low Expectancy Students
 Inquires into incorrect answers with all students with the same
depth and rigor

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 Teacher Observation Post-Conference (Marzano Framework)
Educator Name: Click here to enter text. Date Click here to enter text.

Questions for discussion:

1. Overall, how do you think the lesson went and why? (Standard 8)

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2. In what ways did students meet or not meet the learning goals you established for the lesson? How did you
assessments inform your understanding of student learning? (DQ 1 - Standard 5)
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3. To what extent did the organization of your classroom (room arrangement, materials) and your rules and
procedures maximize student learning? (DQ 6 - Standard 6)
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4. How did the strategies you used to introduce new content to students support student learning? (DQ2 -
Standard 4)
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5. How did the strategies you used to help students deepen and practice their understanding of new
knowledge support student learning? (DQ 3 - Standards 2, 3 and 4)
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6. How did the strategies you used to help students generate and test hypothesis about new knowledge
support student learning? (DQ4 – Standard 2 and 4)
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7. Which techniques for engaging students were most successful? Which techniques were not successful?
(DQ5 – Standards 3 and 5)
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8. How did the use of positive and negative consequences impact student adherence or lack of adherence to
rules and procedures? (DQ7 – Standard 6)
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9. What specific actions did you take during this lesson to build student relationships with your students?
What impact did these actions have on your relationship with students? (DQ8 – Standard 3)
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10. What specific actions did you take to communicate high expectations for students? How did these impact
students learning? (DQ0 – Standards 2 and 3)
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11. How will this lesson inform changes to your instructional plan? (Standard 8)
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Domain 1: Classroom Strategies and Behavior Unsatisfactory Basic Proficient Exemplary

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 Teacher Observation Post-Conference (Marzano Framework)
– Involving Routine Events
-Addressing Content ☐ ☐ ☐ ☐
-Enacted on the Spot
Evidence:

Domain 2: Planning and Preparation Unsatisfactory Basic Proficient Exemplary

-Lessons and Units
-Resources and Technology
-Planning for ELL students ☐ ☐ ☐ ☐
-Planning for Special Education students
-Planning for students who lack support
Evidence:

Domain 3: Reflecting on Teaching Unsatisfactory Basic Proficient Exemplary

-Evaluating Personal Performance
-Developing and Implementing a Professional ☐ ☐ ☐ ☐
Growth Plan
Evidence:

Educator’s signature: Date:

Administrator’s signature: Date:

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